Year 3/4 Learning.

Year 3/4 has been learning about states of matter. This week, we had to investigate the different properties of different items and determine whether it was a solid, liquid or gas.

Much fun was had by the 3/4 scientists. Then we got to make slime and goop.

Tips for Kindergarten Parents:

Time:

🕐 Start making a habit of pointing out the time on a clock when events happen in your day, to introduce what that time looks like. Move on to asking your child to tell you what a certain time looks like: “What will the clock look like at 1 o’clock” (or more tricky “in 30/15 minutes” if they are able to!) or “when it’s time to play?”.

🕐 Once these basics are established, let your children remind you when it is time to do something…You may well find that they will pick this up especially easily if it’s something they’re really looking forward to, perhaps not so quickly if you’ve asked to be reminded when it’s time for bed!

🕐 Use both digital and analog clocks around the house.

Volume:

Just by comparing items around the home, your child can begin to understand some basic principles of measurement:

• Sometimes, we can estimate an amount. We don’t always need an exact measure.

• The same object can be measured in different ways.

• A measuring tool needs to be used the same way each time.

Children need to play with a variety of materials and containers for filling, packing and pouring before they can move to using formal units such as kilograms and grams. They need to understand how things can be packed together to fill a container and which materials are better for packing.

Tips for Year 1/2 Parents:

Volume:

Gather containers, boxes and packages from the cupboard. Ask your child to put them in some type of order (for example, taller and shorter, holds more and holds less, empty and full, heavier and lighter).

Gather empty containers of all sizes and a coffee scoop, a plastic cup or the scoop from a box of laundry soap. Have your child use sand in a sandbox or water in the sink to measure and compare the internal volume (capacity) of several containers. Have your child count and compare the number of scoops or cups it takes to fill each container. Ask, “Which container held the most? Which one held the least?”

Give your child different sized plastic cups and a large plastic container to play with in the bath. Encourage your child to guess how many of each cup will be needed to fill the container.

Encourage your child to pack away their own toys and books. Talk about how things will fit better depending on the way they are stacked or placed.

Make a sandpit from a large plastic tub so your child can fill various containers with sand. Sieves, colanders, plastic spoons and bottles, old margarine tubs, and funnels are useful equipment for sand play.

Count how many cups of dry pasta or popcorn are needed to fill a bowl.

Talk about how much you can hold in your hand. Compare how many marbles or small rocks you can hold to the number your child is able to hold.

Collect a variety of different sized boxes. Encourage your child to see if they can fit the boxes inside each other. Talk about which box is the best to start with and why.

Fill a shoe box by stacking with blocks, one layer at a time. Count how many blocks were needed for the first layer and then build more layers.

By Tiffany Ahumada

Reporting Format for K/1/2 from 2023.

As reports are soon to be released to parents in coming days, you might notice a change in language with the rollout of the New K-2 Syllabus for English & Mathematics. All students in K-2 will now be reported against a series of strands which align with the new content in this syllabii.

Changes to Reporting with the New K-2 Syllabus

Since 2020 the NSW Curriculum Reform has been shaping a new K-2 Syllabus. This year, our K-2 teachers have been implementing the new English and Mathematics Syllabus. The new curriculum gives students more time to focus on key concepts so they can acquire a deeper understanding of essential knowledge and skills. It ensures students develop strong foundations for learning as they prepare for life and work in a complex and fast-changing world.

The new syllabuses emphasise key concepts, identify essential knowledge and skills and include new outcomes to clearly show what is essential. To reflect the outcomes of the new English and Mathematics syllabuses, the language of the Semester 1 reports will change. Please see the tables below which compare the outcomes and language of the old and new syllabuses. If you have a child in Kindergarten, Year 1 or Year 2, these are the areas that you will see on your child’s report.

Mathematics Language from the Older Syllabus	Mathematics Language in the New Syllabus
Working Mathematically	Representing Whole Number
Number & Algebra	Combining & Separating Quantities
Measurement & Geometry	Forming Groups
Statistics & Probability	Geometric Measure
	2D Spatial Structure
	3D Spatial Structure
	Non-spatial Measure
	Data
	Chance (only in Year 1 & 2)

English Language from the Older Syllabus	English Language in the New Syllabus
Speaking & Listening	Oral Language & Communication
Reading & Viewing	Vocabulary
Writing & Representing	Phonological Awareness (Kindergarten only)
	Print Conventions (Kindergarten only)
	Phonic Knowledge
	Reading Fluency
	Reading Comprehension
	Creating Written Texts
	Handwriting
	Spelling
	Understanding & Responding to Literature

* Please note that with the current structure of delivery of lesson topics in Mathematics, if your child has been absent for the entire duration of the Mathematics unit they may not receive a grade for that topic due to them not participating in the learning opportunities presented during this teaching time.

SORA

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